DEPARTMENT OF BUSINESS EDUCATION

This study examined the use of artificial intelligence in teaching and learning of business education students in the University of Benin. Three research questions were raised to guide the study and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted a descriptive survey research design. The population of the study comprised all business education students and lecturers within the University of Benin. A sample of one hundred and twenty-three (123) respondents was drawn from the population using a simple random sampling technique. The research instrument used for data collection was a structured questionnaire titled “The Use of Artificial Intelligence in Teaching and Learning of Business Education Students in the University of Benin”. The questionnaire consisted of two sections: Section A captured the demographic information of respondents such as age grade and gender, while Section B contained 12 items in which items were derived from each research questions. The instrument for data collection was based on face validity by the researchers supervisor and two experts from the Faculty of Vocational and Technical Education, University of Benin, Benin City. The reliability of the instrument was determined using the Cronbach Alpha method, which yielded a coefficient of 0.70, indicating that the instrument was reliable for the study.
The findings revealed that Artificial Intelligence (AI) is being used in the teaching and learning of Business Education at the University of Benin to a high extent. And that business education students showed positive perceptions regarding the use of AI tools in their learning experience. However, the findings also revealed that students and lecturers face diverse challenges such as poor internet connectivity, the high cost of AI-based applications, lack of technical skill on optimizing the use of AI in learning and teaching, and concerns about plagiarism and academic dishonesty in integrating AI into Business Education. Based on these findings, it was concluded that the use of artificial intelligence significantly promotes effective teaching and learning of business education students in University of Benin. It was recommended, among others, the reorientation for students so as to use AI as a complementary tool rather than a replacement for their own critical thinking and problem-solving skills, while the University of Benin should ensure adequate provision of AI facilities especially for Business Education students to promote their use in teaching.

This study investigated the Effects of Increase in Tuition Fees on Academic Performance and Business Education Students Enrollment in Tertiary Institutions in Edo State. The research was guided by two research questions. A descriptive survey design was adopted for the study. The population comprised all Business Education students at the University of Benin, from which a sample of twenty (20) students was selected using a stratified random sampling technique. The instrument for data collection was a structured questionnaire, validated by three experts and proven reliable with a Cronbach's alpha coefficient of 0.76. Data collected were analyzed using descriptive statistics (mean and standard deviation). The findings revealed that an increase in tuition fees influences students' academic performance to a high extent (Cluster Mean = 3.00), leading to reduced concentration, increased stress, and difficulty in purchasing learning materials. Furthermore, the increase in tuition fees influences student enrollment to a high extent (Cluster Mean = 3.19), acting as a significant barrier that discourages new students, causes delays in registration, and leads to dropouts. The study concluded that rising tuition fees are a critical challenge that impedes both access to and success in Business Education. It was recommended, among other things, that university management should expand financial aid programs and approach tuition hikes with caution, linking them to tangible improvements in facilities and student welfare.

This study investigated the influence of the student industrial work experience scheme (SIWES) on the acquisition of entrepreneurial and employability skills among business education students in Edo State. Specifically, the study examined how SIWES contributes to entrepreneurial skills, the extent to which it influences employability, the challenges students face during their placements, and the alignment of industrial training with the business education curriculum. A descriptive survey design was adopted, and the population of the study comprised all Business Education students in selected universities in Edo State, from which a sample of 39 respondents were selected using a stratified random sampling technique. A structured questionnaire based on a four-point rating scale was the main instrument for data collection. The reliability of the instrument was established using Cronbach Alpha, which yielded a coefficient of 0.82, indicating that the instrument was reliable. The data collected were analyzed using mean (x) and standard deviation (SD). The findings generally showed that SIWES significantly contributes to the acquisition of entrepreneurial and employability skills, though students face challenges such as inadequate placement opportunities, poor supervision, and mismatch between tasks and curriculum content. The study concluded that SIWES plays a vital role in bridging the gap between classroom learning and workplace practice. It was recommended that government, universities, and industries strengthen collaboration to improve placement quality, supervision, and alignment with the curriculum to maximize the benefits of SIWES for Business Education students to a high extent. It was concluded that SIWES influence the acquisition of entrepreneurial and employability skills among business education students in Edo State. Based on the findings, it was recommended that a more robust monitoring and evaluation framework should be implemented by SIWES supervisors to ensure students are actively engaged and properly supervised throughout their attachment, moving beyond mere observation to active participation.

This presents study which is hinged on assessing the digital marketingskillsrequired by business education student for economic survival after graduationwasnecessitated by the reoccurring situations of unemployment among youths (graduate) aswell as the global economic demands for more digital skills especially that whichisrelevant to the business space. Six research questions guided the study and twonull hypotheses were tested to achieve the objectives of this study. Descriptive surveyresearch design was adopted. The population of the study encompass all businesseducation students in the University of Benin. A total of 88 students were sampled. A4-point likert scale questionnaire containing 15 items were validated by experts, whichwasfurther used for data collection. Mean and standard deviation were used to analyse datatoanswer the research questions and determine the homogeneity or otherwise of therespondents views while the t-test was used to test the null hypotheses at 0.05level ofsignificance. Findings indicate that digital marketing skills required by businesseducation students for survival in the current economy landscape includes; content creating skills, data analysis skills, risk management, email marketing and social mediamarketing, and the students showed high extent of awareness to the relevance of thisskills in the business space, also there is no significant difference between the level ofawareness among male and female business education students. Based on the findings, it was concluded that it was concluded that Digital skills are important becausetheyunderpin so much of how modern business is conducted. It can be thus be saidthat thefuture of Business Education depend to a large extent on the digital skill acquired.

This study examined Student Readiness for Artificial Intelligence and Automation Integration into Accounting Education in Public and Private Universities in Edo State, Nigeria. Four research questions were raised to guide the study and one hypothesis was formulated and tested at 0.05 level significance. The study employed a descriptive survey research design. The population of this study comprised two hundred and sixty-three (263) Accounting Education students from University of Benin (UNIBEN); Ambrose Alli University (AAU), Ekpoma; Igbinedion University, Okada (IUO) and Benson Idahosa University, Benin City(BIU). The study employed a census sampling technique where the entire population of 263 Accounting Education students in the selected Public and Private Universities were used. The research instrument used for data collection was a structured questionnaire. The questionnaire was titled “Student Readiness for Artificial Intelligence and Automation Integration into Accounting Education Questionnaire (SRAIAIAE)”. The instrument for data collection was validated by the researcher's supervisor and two experts from the Faculty of Vocational and Technical Education, University of Benin, Benin City. The instrument was administered to 20 students who were not part of the study population. The responses of the respondents were analyzed and a coefficient of 0.77 was obtained, which showed that the instrument was reliable. The findings revealed that Students are aware of Artificial Intelligence (AI) and Automation technologies in Accounting and students are willing to adopt AI-driven accounting solutions to a high extent. From the findings of the study, it was concluded that Artificial Intelligence (AI) and Automation significantly influenced Accounting Education in Public and Private Universities in Edo State, Nigeria. It was recommended among others that government should Government and private sector stakeholders should fund AI-driven accounting education initiatives in universities

This study investigates the attitudes of business education teachers towards teaching at the University of Benin, Benin City, Nigeria, focusing on their impact on teaching practices and student outcomes. Utilizing a descriptive survey research design, the study sampled 15 academic staff from the Department of Business Education, Faculty of Vocational and Technical Education, using a census approach. Data were collected through a structured questionnaire titled "Attitudes of Business Education Teachers Towards Teaching at the University of Benin, Benin City Questionnaire (ABETTTUBBCQ)," validated by experts and tested for reliability with a Cronbach alpha coefficient of 0.73. The findings reveal that business education teachers exhibit predominantly positive attitudes, characterized by professional fulfillment, innovative teaching methods, and a commitment to collaboration and professional development. Key factors influencing these attitudes include the availability of teaching resources, university administrative support, student engagement, career advancement opportunities, and workload demands. Positive teacher attitudes were found to enhance lesson delivery, student motivation, and academic performance, while negative attitudes, though less prevalent, reduced teaching effectiveness. Recommended strategies to improve attitudes include regular professional development workshops, increased access to modern teaching resources, recognition of teaching excellence, fostering collaborative work environments, and reducing administrative burdens. These findings contribute to understanding teacher attitudes in higher education and offer actionable insights for enhancing business education programs at the University of Benin.

The study examined the competency skills required by business education students for food vending establishments in Edo state.
The population of the study consists of 66 business education students from the 300 and 400 level classes of the department of business education, faculty of vocational and technical education, University Of Benin.A census was taken of the entire population
due to the size. Hence, sample size of the study is 66 business education student. The findings are:First, the results showed that culinary skills are highly required, as students agreed that the ability to prepare quality meals is fundamental to running a
profitable food vending business. This aligns with the notion that customers’ satisfaction in food-related ventures is closely tied to food quality and consistency.The study indicated that marketing and customer-relation skills are critical for success. Students
reported that knowing how to attract and retain customer’s influences sales volumes and business growth. This suggests that interpersonal communication, product promotion, and customer-service strategies are indispensable components of food vending
operations. The Following recommendations were made Business education curriculum should include hands-on food preparation and hygiene courses to strengthen students’ culinary competencies.Provide Entrepreneurship and Marketing Workshops: Schools and government agencies should organize regular training programs on product promotion, customer service, and business innovation.

This study examined the “Assessment of the Availability and Utilization of E-learning Technology in Academic Performance of Business Education Students in University of Benin”. The study was guided by six research questions. This study was designed to assess of the availability and utilization of e-learning technology in academic performance of Business Education Students in University of Benin. The research adopted a descriptive survey research design, which was deemed appropriate for collecting information about the characteristics and perceptions of the population at a specific point in time. The population for the study consisted of sixty-eight (68) 300- and 400-level Business Education students. Due to the manageable size of this population, a census sampling technique was employed, resulting in a final sample of thirty (30) students who participated in the study.The primary instrument for data collection was a self-structured questionnaire titled "Assessment of Availability and Utilization of E-learning Technology in Academic Performance of Business Education Students Questionnaire (AAUETEAPBEQ)." It was segmented into two (2) sections. Section A consisted of questions on the demographic characteristics of respondents such as gender and level of study while Section B contained of 30 question items in which items were raised from each research questions. The instrument for data collection was based on face validity by the researcher's supervisor and two experts from the Department of Business
Education ,Faculty of Vocational and Technical Education,University of Benin, Benin City. The findings revealed that the availability and effective utilization of e-learning technologies such as virtual learning platforms, learning management systems (LMS), online assessment tools, educational video platforms, and collaborative tools (e.g., Zoom, Google Classroom) significantly influence the academic performance of Business Education students in the University of Benin. From the findings of the study, it was concluded that students who actively engage with these e-learning technologies tend to perform better academically due to improved access to resources, flexibility in learning, and enhanced interaction with course content.

This study investigated the impact of the availability and utilization of e-learning technologies on Business Education programs at the University of Benin, Benin City. The research was guided by five research questions. A descriptive survey research design was adopted for the study. The population comprised all sixty-eight (68) 300-level and 400-level Business Education undergraduate students, and due to its manageable size, a census sampling technique was used. The instrument for data collection was a self-structured questionnaire titled "Impact of Availability and Utilisation of E-Learning Technologies on Business Education Programs Questionnaire (IAUETBEPQ)," which was validated by experts and demonstrated reliability with a Cronbach's alpha coefficient of 0.70. Data were analyzed using mean and standard deviation. The findings revealed that e-learning technologies are available to a high extent in the program. The study also found a high extent of utilization of these technologies by both educators and students. Furthermore, e-learning technologies were shown to have a high extent of positive impact on student engagement and academic performance. However, significant challenges, including poor internet connectivity, frequent power outages, and limited technical support, were found to limit effective use to a high extent. The study concluded that while elearning technologies are available and utilized, their full potential is hampered by infrastructural and skill-based challenges. It was recommended, among other things, that the university should invest more in upgrading ICT infrastructure, organize regular training for educators, and provide orientation and support for students to maximize e-learning platforms.

This study investigates the influence of vocational skill acquisition programmes on the socioeconomic development of youths in Ika North East Local Government Area of Delta State, Nigeria. Anchored on the Human Capital Theory, the research examines the availability of vocational programmes, their impact on unemployment, crime involvement, living standards, and the challenges hindering youth participation. A descriptive survey design was employed, targeting a population of 57,659 youths, with a sample size of 100 respondents selected via simple random sampling using Yamane’s formula. Data were collected through a validated 20-item questionnaire (IVSAPSDYSQ) on a 4-point Likert scale and analyzed using mean scores and standard deviations. Findings reveal that programmes like tailoring, welding, ICT, and agriculture are widely available (Mean = 3.16, SD = 0.84) and significantly reduce unemployment (Mean = 2.84, SD = 0.96) and crime involvement (Mean = 2.76, SD = 0.93) while improving living standards (Mean = 3.05, SD = 0.88). However, challenges such as lack of awareness, inadequate facilities, financial constraints, and societal stigma (Mean = 3.16, SD = 0.89) impede participation. The study recommends enhanced programme accessibility, awareness campaigns, financial subsidies, and attitudinal change initiatives to maximize the socioeconomic benefits of vocational training for youths